Utilizing Student-Generated Pictures for
Formative Vocabulary Instruction
Charles J. Anderson
Kyushu Sangyo University
doi: http://dx.doi.org/10.7820/vli.v01.1.anderson
Abstract
Contemporary vocabulary learning strategies focus on the learner. This
may overlook the effect good classroom instruction, such as formative
feedback, can have on acquisition. Formative feedback is strongly
correlated with positive learning outcomes because it provides explicit
information the learner can use to move beyond what is known and
towards a learning goal. Drawing pictures of target vocabulary is one
activity that supports vocabulary acquisition while also promoting more
formative feedback. Research indicates that the drawing of pictures can
deepen understanding and improve recall. Furthermore, students’ illustrations
also facilitate the delivery of more specific feedback than more
conventional vocabulary acquisition strategies, provided teachers use
them effectively. This activity aids less proficient university students by
facilitating better feedback and deepening existing vocabulary knowledge
and improving recall.
Keywords: vocabulary learning; vocabulary acquisition; pictures; drawing; illustration;
learning strategies.
1 Background
Numerous methods for effectively teaching vocabulary have been proposed
in the second language acquisition (SLA) literature over the past 20 years.
Schmitt (1997) groups them into two broad categories: discovering strategies for
initial learning, and consolidation strategies for remembering and deepening
understanding of previously encountered words. A majority of these strategies
fall into the more important second category, and most have been shown to be
effective. Relying only upon these consolidation strategies, however, risks
disregarding other potentially beneficial features of classroom instruction that
have been shown to strongly correlate with positive learning outcomes. Of
particular interest is the role formative feedback can play in facilitating learning.
In meta-analyses, formative feedback has been repeatedly shown to be one of the
greatest predictors of learning outcomes (Hattie, 2009). Formative feedback is
any information the learner can use to move beyond what is known, towards
what they desire to know. However, until now the literature has not discussed
teaching methods that facilitate this process. This paper proposes a classroom
activity which could facilitate formative feedback from teachers to students,
picture drawing, and details its use in a classroom setting over the course of a
semester.
Utilizing Student-Generated Pictures forFormative Vocabulary InstructionCharles J. AndersonKyushu Sangyo Universitydoi: http://dx.doi.org/10.7820/vli.v01.1.andersonAbstractContemporary vocabulary learning strategies focus on the learner. Thismay overlook the effect good classroom instruction, such as formativefeedback, can have on acquisition. Formative feedback is stronglycorrelated with positive learning outcomes because it provides explicitinformation the learner can use to move beyond what is known andtowards a learning goal. Drawing pictures of target vocabulary is oneactivity that supports vocabulary acquisition while also promoting moreformative feedback. Research indicates that the drawing of pictures candeepen understanding and improve recall. Furthermore, students’ illustrationsalso facilitate the delivery of more specific feedback than moreconventional vocabulary acquisition strategies, provided teachers usethem effectively. This activity aids less proficient university students byfacilitating better feedback and deepening existing vocabulary knowledgeand improving recall.Keywords: vocabulary learning; vocabulary acquisition; pictures; drawing; illustration;learning strategies.1 BackgroundNumerous methods for effectively teaching vocabulary have been proposedin the second language acquisition (SLA) literature over the past 20 years.Schmitt (1997) groups them into two broad categories: discovering strategies forinitial learning, and consolidation strategies for remembering and deepeningunderstanding of previously encountered words. A majority of these strategiesfall into the more important second category, and most have been shown to beeffective. Relying only upon these consolidation strategies, however, risksdisregarding other potentially beneficial features of classroom instruction thathave been shown to strongly correlate with positive learning outcomes. Ofparticular interest is the role formative feedback can play in facilitating learning.In meta-analyses, formative feedback has been repeatedly shown to be one of thegreatest predictors of learning outcomes (Hattie, 2009). Formative feedback isany information the learner can use to move beyond what is known, towardswhat they desire to know. However, until now the literature has not discussedteaching methods that facilitate this process. This paper proposes a classroomactivity which could facilitate formative feedback from teachers to students,picture drawing, and details its use in a classroom setting over the course of asemester.
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